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In a 3- to 5-page paper, identify early theories of domestic violence that preceded the feminist intervention and the subsequent feminist theories of domestic violence. Analyze how early feminist theories of domestic violence rejected earlier alternative psychological and family violence theories and how that eventually led to criminal intervention as the primary solution to domestic violence. Specifically, include discussion on the impact of attorneys Laurie Woods and Pauline Gee on the advancement of criminal intervention in domestic violence cases as demonstrated in Bruno v. Codd and Scott v. Hart. Major points should be clearly stated and well supported with facts, details, and historical evidence.  

Note About the Excel File

Note About the Excel File:
The rubric spreadsheets have been protected so that the content of the rubrics cannot be modified.
However, you are able to use the calculation functions of the rubrics.
The below example shows how in the protected rubric, you are able to modify the assessment score for the “Identify the elements that constitute…” criterion,
as well as the grading scores for the grading-specific criteria (shaded in orange below).
Grading Rubric
Outcome is assessed by the Unit 3 Matching Project
Points Possible:
75
No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints
012345
Identify the elements that constitute the three phases of the criminal justice systemStudent work demonstrates no understanding or progress towards achievement of this outcome.Student only identifies one or two of the phases.Student identifies all three phases.Student identifies and provides a very basic description of each phase.Student clearly identifies all three phases of the criminal justice system and provides a thorough understanding of each phase.Student clearly identifies all three phases of the criminal justice system, provides a thorough understanding of each phase and demonstrates how to apply each phase.560%45
MechanicsStudent work demonstrates no understanding or progress towards achievement of this outcome.Grammatical, punctuation, and spelling errors pervasive and distracting.Grammatical, punctuation, and spelling errors significant and distracting.Frequent grammatical, punctuation, and spelling errors.Minor grammatical, punctuation, and spelling errors.Technically flawless, mechanically and grammatically correct.510%7.5
FormatStudent work demonstrates no understanding or progress towards achievement of this outcome.Organization and structure detract from the analysis.Organization and structure are not easy to follow and interfere with meaning.Organization and structure developing but still some illogic in flow.Organization and structure are clear but presentation could be more precise.Organization and structure of the paper are clear and easy to follow.510%7.5
StyleStudent work demonstrates no understanding or progress towards achievement of this outcome.Analysis is disjointed and lacks transition of thought.Paragraph and sentence transitions need significant improvement.Transition of thoughts needs some improvement.Minor flaw(s) in flow of analysis.Logical flow of ideas.510%7.5
LanguageStudent work demonstrates no understanding or progress towards achievement of this outcome.Language inappropriate, mundane, and unfocused.Random, choppy, and/or awkward language significantly detracts from analysis.Language ordinary, imprecise, and/or lacks interest or precision.Language functional, appropriate, and acceptable.Variety of sentence length and structure. Language rich, precise, and vivid.510%7.5
Overall Grading Score:
75

CJ333-1 GEl-1.02 Unit 2

Grading Rubric
CLA CJ333-1: Compare the domestic violence problem in present-day American society to that in other cultures. GEL-1.02: Demonstrate college-level communication through the composition of original materials in Standard English.
Assessed by Unit 2 Assignment
Points Possible:
100
No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints
012345
Identify the state of the domestic violence problem in American society.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the state of the domestic violence problem in American Society, but information is inaccurate or incomplete.Student identifies the state of one domestic violence problem in American society with basic supporting details.Student identifies the state of two domestic violence problems in American society with basic supporting details.Student identifies the state of three domestic violence problems in American society with supporting facts and detailed information.Student identifies the state of four domestic violence problems in American society with supporting facts and detailed information.510%10
Identify the state of the domestic violence problem in other cultures.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the state of the domestic violence problem in other cultures, but information is inaccurate or incomplete.Student identifies the state of domestic violence problem in another culture with basic supporting details.Student identifies the state of domestic violence problems in two other cultures with basic supporting details.Student identifies the state of domestic violence problems in three other cultures with supporting facts and detailed information.Student identifies the state of domestic violence problems in four other cultures with supporting facts and detailed information.510%10
Research the domestic violence problem in present-day American society and other cultures.Student work demonstrates no understanding or progress towards achievement of this outcome.Student used only the text material as references.Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor.Student used one credible resource beyond the text material.Student used at least two to three credible sources beyond the text material.Student used at least four credible sources beyond the text material and discussed how they evaluated the credibility of the resources used.510%10
Apply knowledge of the domestic violence problem in present-day American society to that in other cultures.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempted to apply knowledge by discussing the domestic violence problems in present-day American society and other cultures, but was unsuccessful.Student applied knowledge by discussing the domestic violence problems in present-day American society and one other culture.Student applied knowledge by discussing two domestic violence problems in present-day American society and two other cultures.Student applied knowledge by discussing three domestic violence problems in present-day American society and three other cultures.Student applied knowledge by discussing four domestic violence problems in present-day American society and four other cultures.520%20
Compare the domestic violence problem in present-day American society to that in other cultures.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempted to compare domestic violence problems in present-day American society to that in other cultures but was unable to illustrate similarities and/or differences between different cultures.Student compared domestic violence problems in present-day American society to that of one other culture with basic illustrations of similarities and/or differences.Student compared two domestic violence problems in present-day American society to that of two other cultures and included illustrations of similarities and/or differences.Provided supporting facts, details, and evidence to support findings.Student compared three domestic violence problems in present-day American society to that of three other cultures and included illustrations of similarities and/or differences. Provided supporting facts, details, and evidence to support findings.Student compared four domestic violence problems in present-day American society to that of four other cultures and included illustrations of similarities and/or differences. Provided supporting facts, details, and evidence to support findings.520%20
GEL-1.02: Demonstrate college-level communication through the composition of original materials in Standard English.Student work does not yet demonstrate an understanding or progress towards achievement of this outcome. Some content may be plagiarized.`Student work has a viewpoint but it is not clearly stated and the work may reveal a lack of coherence and originality. The use of Standard English is lacking. There are significant problems with content, organization, format and mechanics.Student work has a viewpoint but it is not clearly stated and the work may reveal a lack of coherence and originality. The use of Standard English is lacking. There are significant problems with content, organization, format and mechanics.Student work is in Standard English and demonstrates the use of a clear viewpoint and purpose. The work is original, well ordered and coherent on the whole. While content is thorough and well defined, there may one or two minor errors of omission. There may also be minor errors of organization, style, and mechanics.Student work includes clearly established and sustained viewpoint and purpose. Assignment is in Standard English and demonstrates clear organization. Communication is very well ordered, logical and unified, as well as original and insightful. The work displays superior content, organization, style, and mechanics.Student work includes a highly developed viewpoint and purpose. Assignment is in Standard English and demonstrates superior organization. Communication is highly ordered, logical and unified. The assignment displays exceptional content, organization, style and mechanics.510%10
Formatting/LayoutThe project was not submitted.The project was submitted, but the formatting (e.g., spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing.The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors.The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are not egregious. The title page or reference page are included but may contain formatting errors.The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors.The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines.55.0%5
Source AttributionNo attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized.Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks.Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate.Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate.Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate.Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate.52.5%2.5
Source Use/IntegrationNo outside sources were used.Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required.Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required.Quantity and type of sources adhere to the requirements of the assignment.52.5%3
MechanicsStudent work demonstrates no understanding or progress towards achievement of this outcome.Grammatical, punctuation, and spelling errors pervasive and distracting.Grammatical, punctuation, and spelling errors significant and distracting.Frequent grammatical, punctuation, and spelling errors.Minor grammatical, punctuation, and spelling errors.Technically flawless, mechanically and grammatically correct.52.5%3
OrganizationStudent work demonstrates no understanding or progress towards achievement of this outcome.Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought.Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement.Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement.Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis.Organization and structure of the paper are clear and easy to follow. Logical flow of ideas.55.0%5
LanguageStudent work demonstrates no understanding or progress towards achievement of this outcome.Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience.Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience.Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience.Language functional, appropriate, and acceptable. Written for the appropriate audience.Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience.52.5%3
100%Overall Grading Score:
100
2
2
2
4
4
1
0.5
0.5
0.5
1
0.5

CJ333-2 Unit 4

Grading Rubric
CLA CJ333-2: Examine the theory that best explains why people commit domestic violence.
CJ333-2 is assessed by Unit 3 Assignment
Points Possible:
100
No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints
012345
Identify the theory that best explains why people commit domestic violence.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the theory that explains why people commit domestic violence, but information is inaccurate or incomplete.Student identifies a theory that best explains why people commit domestic violence and identifies one example of specific situations that support the theory.Student identifies a theory that best explains why people commit domestic violence and identifies two examples of specific situations that support the theory.Student identifies a theory that best explains why people commit domestic violence and identifies three examples of specific situations that support the theory.Student identifies a theory that best explains why people commit domestic violence and identifies four examples of specific situations that support the theory510%10
Research the theory that best explains why people commit domestic violence.Student work demonstrates no understanding or progress towards achievement of this outcome.Student used only the text material as references.Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor.Student used one credible resource beyond the text material.Student used at least two credible sources beyond the text material.Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used.520%20
Apply knowledge of why people commit domestic violence to specific situations.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempted to apply knowledge about why people commit domestic violence; however, was not demonstrated.Student applies knowledge of a theory that best explains why people commit domestic violence by discussing one example of a specific situation relating to the theoretical explanation.Student applies knowledge of a theory that best explains why people commit domestic violence by discussing two examples of specific situations relating to the theoretical explanation.Student applies knowledge of a theory that best explains why people commit domestic violence by discussing three examples of specific situations relating to the theoretical explanation.Student applies knowledge of a theory that best explains why people commit domestic violence by discussing four examples of specific situations relating to the theoretical explanation.520%20
Examine the theory that best explains why people commit domestic violence.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempted to examine a theory that best explains why people commit domestic violence but the analysis was disjointed and not supported.Student provided basic analysis of a theory that best explains why people commit domestic violence but some of the information provided was incomplete or inaccurate.Student examines a theory that best explains why people commit domestic violence by providing detailed information and two examples of specific situations that support the theory.Student examines a theory that best explains why people commit domestic violence by providing detailed information and three examples of specific situations that support the theory.Student examines a theory that best explains why people commit domestic violence by providing detailed information and four examples of specific situations that support the theory.530%30
Formatting/LayoutThe project was not submitted.The project was submitted, but the formatting (e.g.,, spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing.The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g.,, spacing, margins, font size, etc.)–errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors.The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are not egregious. The title page or reference page are included but may contain formatting errors.The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors.The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines.55%5
Source AttributionNo attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized.Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks.Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate.Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate.Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate.Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate.52.5%2.5
Source Use/IntegrationNo outside sources were used.Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required.Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required.Quantity and type of sources adhere to the requirements of the assignment.52.5%3
MechanicsStudent work demonstrates no understanding or progress towards achievement of this outcome.Grammatical, punctuation, and spelling errors pervasive and distracting.Grammatical, punctuation, and spelling errors significant and distracting.Frequent grammatical, punctuation, and spelling errors.Minor grammatical, punctuation, and spelling errors.Technically flawless, mechanically and grammatically correct.53.0%3
OrganizationStudent work demonstrates no understanding or progress towards achievement of this outcome.Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought.Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement.Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement.Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis.Organization and structure of the paper are clear and easy to follow. Logical flow of ideas.53.5%4
LanguageStudent work demonstrates no understanding or progress towards achievement of this outcome.Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience.Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience.Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience.Language functional, appropriate, and acceptable. Written for the appropriate audience.Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience.53.5%4
100%Overall Grading Score:
100
2
4
4
6
1
0.5
0.5
0.6
0.7
0.7

CJ333-3 Unit 5

Grading Rubric
CLA CJ333-3: Analyze the role of substance abuse and the characteristics of abusers in relation to partner violence.
CJ333-3 is assessed by Unit 6 Assignment
Points Possible:
100
No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints
012345
Identify the role of substance abuse.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the role of substance abuse and its effect on domestic violence, but information is inaccurate or incomplete.Student identifies one role of substance abuse and its effect on domestic violence with basic supporting details.Student identifies two roles of substance abuse and its effect on domestic violence with basic supporting details.Student identifies three roles of substance abuse and its effect on domestic violence with basic supporting details.Student identifies at least four roles of substance abuse and its effect on domestic violence with detailed supporting information.510%10
Identify the characteristics of abusers.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the characteristics of abusers in domestic violence situations but information is inaccurate or incomplete.Student identifies one major characteristic of abusers in domestic violence situations and provided supporting detailed information.Student identifies two major characteristics of abusers in domestic violence situations and provided supporting detailed information.Student identifies three major characteristics of abusers in domestic violence situations and provided supporting detailed information.Student identifies at least four major characteristics of abusers in domestic violence situations and provided supporting detailed information.520%20
Research the characteristics of abusers.Student work demonstrates no understanding or progress towards achievement of this outcome.Student used only the text material as references.Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor.Student used one credible resource beyond the text material.Student used at least two credible sources beyond the text material.Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used.520%20
Apply knowledge of the role of substance abuse and the characteristics of abusers in relation to partner violence.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempted to apply knowledge of the role of substance abuse and the characteristics of abusers in relation to partner violence but was unsuccessful.Student applies knowledge by describing one role of substance abuse and one characteristic of abusers in relation to partner violence.Student applies knowledge by describing two roles of substance abuse and two characteristics of abusers in relation to partner violence.Student applies knowledge by describing three roles of substance abuse and three characteristics of abusers in relation to partner violence.Student applies knowledge by describing four roles of substance abuse and four characteristics of abusers in relation to partner violence.530%30
Analyze the role of substance abuse and the characteristics of abusers in relation to partner violence.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempted to analyze the role of substance abuse and the characteristics of abusers in relation to partner violence but provided incomplete or inaccurate information.Student analyzes the role of either substance abuse or the characteristics of abuser in relation to partner violence, but not both. Provided two examples of the roles of substance abuse and its effect on domestic violence or two major characteristics of abusers in domestic violence situations.Student analyzes the role of both substance abuse and the characteristics of abusers in relation to partner violence. Provided examples of two roles of substance abuse and its effect on domestic violence and two major characteristics of abusers in domestic violence situations. Examples include detailed information, and case studies.Student analyzes the role of both substance abuse and the characteristics of abusers in relation to partner violence. Provided examples of three roles of substance abuse and its effect on domestic violence and three major characteristics of abusers in domestic violence situations. Examples include detailed information, and case studies.Student thoroughly analyzes the role of both substance abuse and the characteristics of abusers in relation to partner violence. Provided examples of four roles of substance abuse and its effect on domestic violence and four major characteristics of abusers in domestic violence situations. Examples include detailed information, case studies and other items that support the position.55%5
Source AttributionNo attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized.Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks.Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate.Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate.Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate.Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate.52.5%2.5
Source Use/IntegrationNo outside sources were used.Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required.Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required.Quantity and type of sources adhere to the requirements of the assignment.52.5%3
MechanicsStudent work demonstrates no understanding or progress towards achievement of this outcome.Grammatical, punctuation, and spelling errors pervasive and distracting.Grammatical, punctuation, and spelling errors significant and distracting.Frequent grammatical, punctuation, and spelling errors.Minor grammatical, punctuation, and spelling errors.Technically flawless, mechanically and grammatically correct.53.0%3
OrganizationStudent work demonstrates no understanding or progress towards achievement of this outcome.Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought.Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement.Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement.Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis.Organization and structure of the paper are clear and easy to follow. Logical flow of ideas.53.5%4
LanguageStudent work demonstrates no understanding or progress towards achievement of this outcome.Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience.Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience.Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience.Language functional, appropriate, and acceptable. Written for the appropriate audience.Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience.53.5%4
100%Overall Grading Score:
100
2
4
4
6
1
0.5
0.5
0.6
0.7
0.7

CJ333-4 GEL-2.01 Unit 7

Grading Rubric
CLA CJ333-4: Examine the forms of domestic violence against children and the elderly as indicators of child and elder abuse. GEL-2.01: Communicate the impact of mathematical results in a discipline specific situation
Assessed by Unit 7 Assignment
Points Possible:
100
No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints
012345
Identify cases of child abuse and elder abuse.Student work demonstrates no understanding or progress towards achievement of this outcome.Left Blank IntentionallyStudent attempts to identify recent cases of child abuse and elder abuse, but information is inaccurate or incomplete.Student identifies recent cases of child abuse and elder abuse, but did not identify the forms of domestic violence involved in the cases.Student identifies a recent case of either child abuse OR elder abuse (not both) and identified the forms of domestic violence involved in the case.Student identifies recent cases of child abuse and elder abuse and identifies the forms of domestic violence involved in the cases.510%10
Research the forms of domestic violence.Student work demonstrates no understanding or progress towards achievement of this outcome.Student used only the text material as references.Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor.Student used one credible resource beyond the text material.Student used at least two credible sources beyond the text material.Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used.515%15
Apply knowledge of the forms of domestic violence against the children and the elderly.Student work demonstrates no understanding or progress towards achievement of this outcome.Left Blank Intentionally.Student attempted to apply knowledge of the forms of domestic violence against the children and the elderly, but information is inaccurate or incomplete.Student applies knowledge by summarizing cases of child abuse and elder abuse, but did not include the forms of domestic violence in the cases and the indicators of child and elder abuse.Student applies knowledge by summarizing a case of child abuse OR elder abuse, the forms of domestic violence in the case and the indicators of child or elder abuse.Student applies knowledge by summarizing cases of child abuse and elder abuse, the forms of domestic violence in the cases and the indicators of child and elder abuse.520%20
Examine the forms of domestic violence against children and the elderly as indicators of child and elder abuse.Student work demonstrates no understanding or progress towards achievement of this outcome.Left Blank Intentionally.Student attempted to examine the forms of domestic violence against children and the elderly, but information is inaccurate or incomplete.Student examines the forms of domestic violence against children and the elderly by discussing cases of child abuse and elder abuse, but did not describe the specific situations of domestic violence in the cases, the indicators of child and elder abuse and the overall effects of the abuse on the victims.Student examines the forms of domestic violence against children and the elderly by discussing cases of child abuse OR elder abuse (not both); describes the specific situations of domestic violence in the case, the indicators of child or elder abuse and the overall effects of the abuse on the victims.Student thoroughly examines the forms of domestic violence against children and the elderly by discussing cases of child abuse and elder abuse. For each case, describes the specific situations of domestic violence, the indicators of child and elder abuse and the overall effects of the abuse on the victims.530%30
GEL-2.01: Communicate the impact of mathematical results in a discipline specific situation.Student work demonstrates no understanding or progress towards achievement of this outcomeStudent work demonstrates inadequate ability to communicate the interpretation of discipline specific mathematical results. Student work may contain one or more of the following: • several grammatical errors • several mathematical errors (if calculations are part of the assignment) • incorrect communication of the interpretation of the discipline specific mathematical results obtained • no use of visuals (if required) • did not cite sources (if sources are required) or didn’t cite sources correctlyStudent work demonstrates minimal ability to communicate the interpretation of discipline specific mathematical results. Student work may contain one or more of the following: • some grammatical errors • some mathematical errors (if calculations are part of the assignment) • partially incorrect communication of the interpretation of the discipline specific mathematical results obtained • poor use of visuals (if required) • did not cite sources (if sources are required) or didn’t cite sources correctlyStudent work demonstrates adequate ability to communicate the interpretation of discipline specific mathematical results. Student work may contain one or more of the following: • few grammatical errors • few mathematical errors (if calculations are part of the assignment) • correct communication of the interpretation of the discipline specific mathematical results obtained • fair use of visuals (if required) • cited sources correctly (if sources are required)Student work demonstrates proficient ability to communicate the interpretation of discipline specific mathematical results. Student work may contain one or more of the following: • minor grammatical errors • minor mathematical errors (if calculations are part of the assignment) • correct communication of the interpretation of the discipline specific mathematical results obtained • good use of visuals (if required) • cited sources correctly (if sources are required)Student work demonstrates superior ability to communicate the interpretation of discipline specific mathematical results. Student work may contain one or more of the following: • no grammatical errors • no mathematical errors (if calculations are part of the assignment) • correct communication of the interpretation of the discipline specific mathematical results obtained • excellent use of visuals (if required) • cited sources correctly (if sources are required)55%5
Identify statistical data critical to increase society’s awareness about the serious issues related to child abuse.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempted to identify one statistical data points that they consider critical to increase society’s awareness about the serious issues related to child abuse, but was unsuccessful.Student identifies one statistical data point that they consider critical to increase society’s awareness about the serious issues related to child abuse. The data point is either from student’s residential state or from national statistics.Student identifies two statistical data points that they consider critical to increase society’s awareness about the serious issues related to child abuse. One of the data points is from student’s residential state; other data points are from national statistics. Identifies and discusses why this data is important.Student identifies three statistical data points that they consider critical to increase society’s awareness about the serious issues related to child abuse. All of the data points are from national statistics (no data points from the student’s residential state). Identifies and discusses why this data is important.Student identifies three statistical data points that they consider critical to increase society’s awareness about the serious issues related to child abuse. One of the data points is from student’s residential state; other data points are from national statistics. Identifies and discusses why this data is important.55.0%5
Formatting/LayoutThe project was not submitted.The project was submitted, but the formatting (e.g.,, spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing.The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g.,, spacing, margins, font size, etc.)–errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors.The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are not egregious. The title page or reference page are included but may contain formatting errors.The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors.The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines.55%5
Source AttributionNo attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized.Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks.Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate.Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate.Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate.Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate.52.0%2
Source Use/IntegrationNo outside sources were used.Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required.Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required.Quantity and type of sources adhere to the requirements of the assignment.52.0%2
MechanicsStudent work demonstrates no understanding or progress towards achievement of this outcome.Grammatical, punctuation, and spelling errors pervasive and distracting.Grammatical, punctuation, and spelling errors significant and distracting.Frequent grammatical, punctuation, and spelling errors.Minor grammatical, punctuation, and spelling errors.Technically flawless, mechanically and grammatically correct.52.0%2
OrganizationStudent work demonstrates no understanding or progress towards achievement of this outcome.Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought.Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement.Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement.Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis.Organization and structure of the paper are clear and easy to follow. Logical flow of ideas.53.5%4
LanguageStudent work demonstrates no understanding or progress towards achievement of this outcome.Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience.Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience.Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience.Language functional, appropriate, and acceptable. Written for the appropriate audience.Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience.100%Overall Grading Score:
100
2
3
4
6
1
1
0.4
0.4
0.4
0.7

CJ333-5 Unit 8

Grading Rubric
CLA CJ333-5: Evaluate federal and state legislative action in response to the problems of domestic abuse.
Aassessed by Unit 8 Assignment
Points Possible:
100
No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints
012345
Identify federal and state legislative actions in response to the problems of domestic abuse.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify federal and state legislative actions in response to the problems of domestic abuse, but information is inaccurate or incomplete.Student identifies one supporting documentation of federal and state legislative actions in response to the problems of domestic abuse.Student identifies two supporting documentations of federal and state legislative actions in response to the problems of domestic abuse.Student identifies three supporting documentations of federal and state legislative actions in response to the problems of domestic abuse.Student identifies four supporting documentations of federal and state legislative actions in response to the problems of domestic abuse.510%10
Research federal and state legislative actions in response to the problems of domestic abuse.Student work demonstrates no understanding or progress towards achievement of this outcome.Student used only the text material as references.Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor.Student used one credible resource beyond the text material for each case and one credible resource beyond the text for each of the two laws (4 total resources beyond the text).Student used at least two credible sources beyond the text material for each of the two laws and one credible resource beyond the text for each case (6 total resources beyond the text).Student used at least two credible sources beyond the text material for each of the two laws and one credible resource beyond the text for each case (6 total resources beyond the text).and discussed how they evaluated the credibility of the resources used.510%10
Apply knowledge of federal and state legislative actions in response to the problems of domestic abuse.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempted to apply knowledge of federal and state legislative actions in response to the problems of domestic abuse to specific situations; however, was inaccurate.Student applies knowledge by describing one example of supporting documentation of federal and state legislative actions in response to the problems of domestic abuse.Student applies knowledge by describing two examples of supporting documentation of federal and state legislative actions in response to the problems of domestic abuse.Student applies knowledge by describing three examples of supporting documentation of federal and state legislative actions in response to the problems of domestic abuse.Student applies knowledge by describing four examples of supporting documentation of federal and state legislative actions in response to the problems of domestic abuse.520%20
Analyze federal and state legislative actions in response to the problems of domestic abuse.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempted to analyze federal and state legislative actions in response to the problems of domestic abuse to specific situations, but was unsuccessful.Student analyzes federal or state legislative actions in response to the problems of domestic abuse, but not both. Some of the information provided is incomplete or inaccurate.Student analyzes federal or state legislative actions in response to the problems of domestic abuse, but not both. Analyzes the action and its effects on the issues of domestic violence.Student analyzes federal and state legislative actions in response to the problems of domestic abuse, the actions overall effects on the issues of domestic violence and three examples of supporting documentation.Student analyzes federal and state legislative actions in response to the problems of domestic abuse, the actions overall effects on the issues of domestic violence and four examples of supporting documentation.520%20
Evaluate federal and state legislative actions in response to the problems of domestic abuse.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempted to evaluate federal and state legislative actions in response to the problems of domestic abuse, but the evaluation was disjointed and not supported.Student provides basic evaluation of federal and state legislative actions in response to the problems of domestic abuse but some of the information provided is incomplete or inaccurate.Student evaluates a federal or state legislative action in response to the problems of domestic abuse, but not both. Explains the legislative action and its overall effects on the issues of domestic violence. Provides one to two examples of supporting documentation.Student evaluates federal and state legislative actions in response to the problems of domestic abuse. Explains the legislative action in detail and its overall effects on the issues of domestic violence. Provides three examples of supporting documentation of federal and state legislative actions in response to the problems of domestic abuse.Student thoroughly evaluates federal and state legislative actions in response to the problems of domestic abuse. Explains the legislative action in detail and its overall effects on the issues of domestic violence. Provides four examples of supporting documentation of federal and state legislative actions in response to the problems of domestic abuse.520%20
Formatting/LayoutThe project was not submitted.The project was submitted, but the formatting (e.g., spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing.The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors.The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are not egregious. The title page or reference page are included but may contain formatting errors.The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors.The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines.55.0%5
Source AttributionNo attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized.Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks.Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate.Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate.Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate.Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate.52.5%3
Source Use/IntegrationNo outside sources were used.Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required.Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required.Quantity and type of sources adhere to the requirements of the assignment.52.5%3
MechanicsStudent work demonstrates no understanding or progress towards achievement of this outcome.Grammatical, punctuation, and spelling errors pervasive and distracting.Grammatical, punctuation, and spelling errors significant and distracting.Frequent grammatical, punctuation, and spelling errors.Minor grammatical, punctuation, and spelling errors.Technically flawless, mechanically and grammatically correct.52.5%3
OrganizationStudent work demonstrates no understanding or progress towards achievement of this outcome.Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought.Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement.Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement.Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis.Organization and structure of the paper are clear and easy to follow. Logical flow of ideas.55.0%5
LanguageStudent work demonstrates no understanding or progress towards achievement of this outcome.Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience.Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience.Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience.Language functional, appropriate, and acceptable. Written for the appropriate audience.Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience.52.5%3
100%Overall Grading Score:
100
2
2
4
4
4
1
0.5
0.5
0.5
1
0.5

CJ333-6 Unit 9 Assignment

CJ333-6: Analyze the movements that brought victimization to the forefront of domestic violence issues.
Unit 9 Assignment
Assessed by Unit 9 Assignment
Points Possible:
150
No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints
012345
Identify the movements that brought victimization to the forefront of domestic violence issues.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempted to identify early theories of domestic violence that preceded the feminist intervention and the subsequent feminist theories of domestic violence, but was unsuccessful.Left Blank Intentionally.Student identifies subsequent feminist theories of domestic violence.Student identifies the early theories of domestic violence that preceded the feminist intervention but not the subsequent feminist theories of domestic violence.Student identifies early theories of domestic violence that preceded the feminist intervention and the subsequent feminist theories of domestic violence.510%15
Research the movements that brought victimization to the forefront of domestic violence issues.Student work demonstrates no understanding or progress towards achievement of this outcome.Student used only the text material as references.Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor.Student used one credible resource beyond the text material.Student used at least two credible sources beyond the text material.Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used.510%15
Apply knowledge of the movements that brought victimization to the forefront of domestic violence issues.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempted to apply knowledge by describing early theories of domestic violence that preceded the feminist intervention and the subsequent feminist theories of domestic violence, but was unsuccessful.Left Blank Intentionally.Student applies knowledge by describing the subsequent feminist theories of domestic violence.Student applies knowledge by describing early theories of domestic violence that preceded the feminist intervention.Student applies knowledge by describing early theories of domestic violence that preceded the feminist intervention and the subsequent feminist theories of domestic violence.530%45
Analyze the movements that brought victimization to the forefront of domestic violence issues.Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempted to analyze movements that brought victimization to the forefront of domestic violence, but was unsuccessful.Left Blank Intentionally.Student analyzes movements that brought victimization to the forefront of domestic violence issues by explaining how early theories of domestic violence were rejected; how rejection of these theories led to current feminist theories of criminal intervention for domestic violence.Student analyzes movements that brought victimization to the forefront of domestic violence issues by explaining how early theories of domestic violence were rejected; how rejection of these theories led to current feminist theories of criminal intervention for domestic violence. Includes analysis of the impact of advancement of criminal intervention in domestic violence cases as outlined in two major criminal cases (Bruno v. Codd and Scott v. Hart. Major).Student analyzes movements that brought victimization to the forefront of domestic violence issues by explaining how early theories of domestic violence were rejected; how rejection of these theories led to current feminist theories of criminal intervention for domestic violence. Includes analysis of the impact of advancement of criminal intervention in domestic violence cases as outlined in two major criminal cases (Bruno v. Codd and Scott v. Hart. Major). Includes facts, details and historical evidence to support position.530%45
Formatting/LayoutThe project was not submitted.The project was submitted, but the formatting (e.g., spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing.The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors.The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are not egregious. The title page or reference page are included but may contain formatting errors.The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors.Includes facts, details and historical evidence to support position.55.0%7.5
Source AttributionNo attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized.Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks.Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate.Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate.Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate.Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate.52.5%4
Source Use/IntegrationNo outside sources were used.Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required.Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required.Quantity and type of sources adhere to the requirements of the assignment.52.5%4
MechanicsStudent work demonstrates no understanding or progress towards achievement of this outcome.Grammatical, punctuation, and spelling errors pervasive and distracting.Grammatical, punctuation, and spelling errors significant and distracting.Frequent grammatical, punctuation, and spelling errors.Minor grammatical, punctuation, and spelling errors.Technically flawless, mechanically and grammatically correct.52.5%4
OrganizationStudent work demonstrates no understanding or progress towards achievement of this outcome.Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought.Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement.Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement.Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis.Organization and structure of the paper are clear and easy to follow. Logical flow of ideas.55.0%7.5
LanguageStudent work demonstrates no understanding or progress towards achievement of this outcome.Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience.Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience.Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience.Language functional, appropriate, and acceptable. Written for the appropriate audience.Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience.52.5%4
100%Overall Grading Score:
150
3
3
ERROR:#REF!
9
ERROR:#REF!
1.5
0.75
0.75
0.75
1.5
0.75